Chapter 3: Attention and Consciousness

1. Chapter 3: Attention and Consciousness

2. Attention Is� The concentration of mental energy that must be used to process incoming information Selective Limited Both conscious and preconscious

3. Preconscious Attention Priming effects Tip of the tongue experiences Automatization Habituation Introduction to issues in Preconscious attention.Introduction to issues in Preconscious attention.

4. Priming BREAD BUTTER How quickly do you process the second word? Faster if you have been primed with a related word.

5. Marcel (1983) Distinguish between the two groups in Marcel�s study. In the subliminally present prime group the word �palm� was presented so briefly that the participants were not able to process the word at a conscious level. In the conscious present prime Group, participants were aware they had seen the word �Palm� before being asked about the question (Body part or Plant? ) about the target word (�Pine�). Distinguish between the two groups in Marcel�s study. In the subliminally present prime group the word �palm� was presented so briefly that the participants were not able to process the word at a conscious level. In the conscious present prime Group, participants were aware they had seen the word �Palm� before being asked about the question (Body part or Plant? ) about the target word (�Pine�).

6. Marcel�s Procedure with Participants PALM After you click the mouse once on this slide a demonstration of Marcel�s experimental conditions will occur. Once this slide runs through its demonstration once, you can use the �page up� button to repeat the experience. Have the students first focus on what the orange participant sees, then hit the �page up� button on the Keyboard and have them view what the yellow person would see. This will enable the students to better understand the difference between the two conditions.After you click the mouse once on this slide a demonstration of Marcel�s experimental conditions will occur. Once this slide runs through its demonstration once, you can use the �page up� button to repeat the experience. Have the students first focus on what the orange participant sees, then hit the �page up� button on the Keyboard and have them view what the yellow person would see. This will enable the students to better understand the difference between the two conditions.

7. Marcel (1983) Results Discuss importance of findings for preconscious processing. If the participant was consciously aware of seeing the word �PALM� , only one mental pathway was activated: the other pathway was inhibited. Discuss importance of findings for preconscious processing. If the participant was consciously aware of seeing the word �PALM� , only one mental pathway was activated: the other pathway was inhibited.

8. Priming Can Speed or Slow Processing Facilitative Priming Target stimuli (e.g., BUTTER) are processed faster if preceded by a related word (e.g., BREAD) Negative Priming Effect Target stimuli (e.g., PINE) is processed slower if preceded by a word related to target�s alternate meaning (PALM relating to hand)

9. Bowers, Regehr, Balthazard & Parker (1990) Answer: Triad A is coherent 4th word is ballAnswer: Triad A is coherent 4th word is ball

10. Bowers (et.al.) Results Even if participants could not generate the 4th word, they still selected the coherent triad Results demonstrate preconscious processing

11. Tip-of-the-tongue Experiences You know you know the word but you cannot fully retrieve the word Paradigms used to generate TOT states Show pictures of famous people or politicians and have participants name them Ask general knowledge questions to generate TOTs

12. TOT Demonstration What is the name of Dagwood Bumstead�s dog? Who wrote Paradise lost? What is a wheeled hospital cart called? Do any of these questions put the answer on the tip of your tongue? Answers: Daisy, Milton, Gurney In experiments using these types of materials, people who are put in the tip-of-the tongue states can often recall the first letter of the answer even though they cannot retrieve the entire word. They can also tell how many syllables are present and a �sound� of the word. Answers: Daisy, Milton, Gurney In experiments using these types of materials, people who are put in the tip-of-the tongue states can often recall the first letter of the answer even though they cannot retrieve the entire word. They can also tell how many syllables are present and a �sound� of the word.

13. Controlled vs. Automatic Processing Automatic processing Requires no conscious control Controlled processing Requires conscious control

14. Is Typing Automatic or Controlled for You? Do you type without thinking where your fingers are? Are you a search and peck typer? If you do type without using attention, what happens when you think about the letters as you are typing them? Discuss how skills begin as controlled and may become automatic over time. Discuss how when you are more likely to make an error when you think about an automatic process. Have you ever tried to teach someone how to do something you know very well, but have difficulty breaking it down into steps because you do it so automatically?Discuss how skills begin as controlled and may become automatic over time. Discuss how when you are more likely to make an error when you think about an automatic process. Have you ever tried to teach someone how to do something you know very well, but have difficulty breaking it down into steps because you do it so automatically?

16. Automization - 2 Explanations Integrated components theory-Anderson Practice leads to integration; less and less attention is needed Instance Theory - Logan Retrieve from memory specific answers, skipping the procedure; thus less attention is needed

17. Effect of Practice on Automization Rate of learning slows as amount of learning increases Explain how the impact of practice leads to a negatively accelerated curve. Explain how the impact of practice leads to a negatively accelerated curve.

18. Habituation Decrease in responsiveness when exposed to a repeated stimulus People who smoke do not notice the smell of cigarettes on their clothes, but nonsmokers do People get used to hearing the chiming of their clocks

19. Dishabituation Change in familiar stimuli causes one to notice it again Smokers who quit, suddenly notice how much their clothes smell of smoke If clock breaks, suddenly owner notices the clock isn�t chiming

20. Habituation/Dishabituation Paradigm Allows psychologists to test abilities of Infants and animals Measure subject�s arousal to see if a change occurs when pattern or sound is changed If animal or infant dishabituates to a change, then they can detect the change If the animal or infant does not dishabituate to a change in stimuli, they did not detect the change Powerful paradigm allows us to detect abilities of different species and infants since we can measure their arousal to different stimuli to detect whether they notice.Powerful paradigm allows us to detect abilities of different species and infants since we can measure their arousal to different stimuli to detect whether they notice.

21. Functions of Conscious Attention Signal Detection Searching Selective Attention Divided Attention Outline for conscious attention topics.Outline for conscious attention topics.

22. Signal Detection Theory (SDT) Explain this theory using an example: Radar detection, shower and phone ringing, fire truck visibility (Color as a property of signal detection), driver vigilance and fatigue, detecting Cancer through self-examinations. Also discuss how changing sensitivity criterion can influence number of hits or false alarms.Explain this theory using an example: Radar detection, shower and phone ringing, fire truck visibility (Color as a property of signal detection), driver vigilance and fatigue, detecting Cancer through self-examinations. Also discuss how changing sensitivity criterion can influence number of hits or false alarms.

23. Vigilance and SDT Vigilance is attending to a set of stimuli over a length of time in order to detect a target signal Vigilance decreases rapidly over time (fatigue), thus misses and false alarms increase Using examples discuss how Vigilance is importance to maintain.Using examples discuss how Vigilance is importance to maintain.

24. Search Actively searching for a target Number of targets and distracters influence accuracy Feature search versus conjunctive search Define basics of searching. Explain the difference between conjunctive search versus feature search, the following slides will provide a demonstration. Feature search: environment is scanned for one particular feature. Conjunction Search: A combination of features is scanned for.Define basics of searching. Explain the difference between conjunctive search versus feature search, the following slides will provide a demonstration. Feature search: environment is scanned for one particular feature. Conjunction Search: A combination of features is scanned for.

25. Conjunctive vs. Feature Search

26. Treisman�s Feature-Integration Theory Individual Feature processing is done in parallel. Simultaneous processing is done on the whole display and if feature is present-- we detect it. Conjunctive searching requires attention to the integration or combination of the features. Attention to particular combination of features must be done sequentially to detect presence of a certain combination. Explain parallel processing means all at once. Describe how sequential processing is different. Explain parallel processing means all at once. Describe how sequential processing is different.

27. Another Feature Search

28. Another Conjunction Search

29. Similarity Theory Disagrees with Treisman�s FIT theory Similarity between targets and distracters is important; not number of features to be combined The more shared features among items in display, the more difficult to detect a particular target Some findings cannot be explained by FIT

30. Guided Search Cave and Wolf (1990) All searches have 2 phases Parallel phase Serial stage

31. Selectivity of Attention Cocktail Party Problem How are we able to follow one conversation in the presence of other conversations?

32. Cherry�s Shadowing Technique Explain difference between Binaural and Dichotic.Explain difference between Binaural and Dichotic.

33. Cherry�s Study Results Noticed in unattended ear: Change in gender Change to a tone Did not notice in unattended ear: Changed language Changed topic, same speaker If speech was played backwards

34. Models of Selective Attention Do they have a filter? Where does the filter occur?

35. Broadbent�s Model Should be equivalent to Figure 3.6 in text. Explain how Broadbent�s model explains Cherry�s data.Should be equivalent to Figure 3.6 in text. Explain how Broadbent�s model explains Cherry�s data.

36. Broadbent�s Model Could Not Explain Participant�s name gets through Participants can shadow meaningful messages that switches from one ear to another Effects of practice on detecting information in unattended ear (e.g., detect digit in unattended ear for na�ve and practiced participants)

37. Treisman Attenuation Model Should be equivalent to Figure 3.5 in text. Explain how Treisman can now account for additional findings. Yellow arrow indicates information is being attended and the filter makes this strong, the pumpkin colored arrow is less strong and the orange arrow is made the weakest. The message of the pumpkin colored arrow may still get through due to the lower threshold (closer to the arrow). Should be equivalent to Figure 3.5 in text. Explain how Treisman can now account for additional findings. Yellow arrow indicates information is being attended and the filter makes this strong, the pumpkin colored arrow is less strong and the orange arrow is made the weakest. The message of the pumpkin colored arrow may still get through due to the lower threshold (closer to the arrow).

38. Late Selection Theory Pertinence = task demands and personal importance. Pertinence = task demands and personal importance.

39. Neisser�s Synthesis Preattentive Processes Parallel Note physical characteristics Attentive Processes Controlled processes occur serially Occur in working memory

40. Attentional-Resource Theories Model A represents Kahneman (1973) model Model B represents individual pools for each modality Explain the basic concept of attentional resource theory. Capacity Theories: limited amount of resources available to conduct tasks (Kahneman, 1973), or individual pools for each modality (Navon & Gopher, 1979) Explain the basic concept of attentional resource theory. Capacity Theories: limited amount of resources available to conduct tasks (Kahneman, 1973), or individual pools for each modality (Navon & Gopher, 1979)

41. Stroop Effect redyellowgreenblueredblueyellowgreenbluered Just click the mouse once and the stroop words will appear at a gradual pace. What errors do you make? Discuss how it is interference. What do you think would happen: If you tried this experiment with a very small child who had not yet learned to read? If you tried this experiment with someone who was just learning to speak English? If you used the same order of ink colors but wrote non-color words? Just click the mouse once and the stroop words will appear at a gradual pace. What errors do you make? Discuss how it is interference. What do you think would happen: If you tried this experiment with a very small child who had not yet learned to read? If you tried this experiment with someone who was just learning to speak English? If you used the same order of ink colors but wrote non-color words?

42. Divided Attention Research How many tasks can you do at once? e.g. driving & talking, radio, phone... Dual Task Paradigm Neisser & Becklen (1975) superimposed film study Ability to divide attention improves with practice No built in, fixed limit, to # of tasks a human can perform simultaneously

43. Pashler�s PRP Effect Dual Task Paradigm: Two tasks at once Task 1 may require a verbal response to an auditory stimulus Task 2 may require a participant to push a button in response to a visual stimulus. Results indicate that responses to the second task are delayed Known as the psychological refractory period (PRP) effect

44. Complex Mental Processes Access to conscious Mental Processes Some say we do (Ericsson & Simon) Some say we do not (Nisbett & Wilson) Evidence on both sides: Protocol analysis Change Blindness A good question to ask students is about the change blindness study. If they have read the text before class they will know the answer and it should be memorable because it is such a surprising result. Ask the class, �If this were you� what do you think would happen?� If you were asking a stranger for directions and then two people with a door walked between you, would you notice if the person you were speaking to was different? As noted in Sternberg�s text, half the subjects didn�t notice. http://aris.ss.uci.edu/cogsci/personnel/hoffman/cb.html allows you to experience change blindness yourself. Hyperlink will only work if you are connected to the internet. This link cannot be used in presentation, but students can be given the link to watch individually. A good question to ask students is about the change blindness study. If they have read the text before class they will know the answer and it should be memorable because it is such a surprising result. Ask the class, �If this were you� what do you think would happen?� If you were asking a stranger for directions and then two people with a door walked between you, would you notice if the person you were speaking to was different? As noted in Sternberg�s text, half the subjects didn�t notice. http://aris.ss.uci.edu/cogsci/personnel/hoffman/cb.html allows you to experience change blindness yourself. Hyperlink will only work if you are connected to the internet. This link cannot be used in presentation, but students can be given the link to watch individually.

45. Attention Deficit Hyperactivity Disorder (ADHD) Symptoms Inattention Hyperactivity Impulsivity Not everyone who is overly hyperactive, inattentive, or impulsive has ADHD Behavior must be demonstrated to a degree that is inappropriate for the person's age National Institute of Mental Health http://www.nimh.nih.gov/publicat/adhd.cfm Cited in text as information on ADHD. National Institute of Mental Health http://www.nimh.nih.gov/publicat/adhd.cfm Cited in text as information on ADHD.

46. Posner & Attention Two attention systems; two functions Anterior frontal lobe system Tasks requiring awareness (planning or writing) Posterior parietal lobe system Tasks involving visuospatial abilities (playing Tetris, vigilance tasks) Head of the Center for the Cognitive Neuroscience of Attention, based at the University of Oregon, Posner has conducted positron emission tomography (PET) studies of normal persons responding to various stimuli. Reported in Current-Directions (Vol. 1, No. 1), the studies show there are two main centers of attention functions: Posterior parietal lobe of the cortex. First in play, it is crucial to orienting visual attention and shifting it from one location to another. It improves the efficiency of information gathering at any location by enhancing the function of individual brain cells, seen in increased blood flow during PET scans. This area recognizes patterns and visual word forms. Right frontal cortex. This area is crucial to maintaining alertness, as shown by activation on PET scans during tests of sustained vigilance. The area also detects meaning in language and other modalities. An alerting network, made up of fibers that respond to norepinephrine, links the two areas from back to front. The neurotransmitter provokes the system to pick up sensory signals and detect new targets. Posner believes that attention deficit disorder may result from damage to this alerting network. Head of the Center for the Cognitive Neuroscience of Attention, based at the University of Oregon, Posner has conducted positron emission tomography (PET) studies of normal persons responding to various stimuli. Reported in Current-Directions (Vol. 1, No. 1), the studies show there are two main centers of attention functions: Posterior parietal lobe of the cortex. First in play, it is crucial to orienting visual attention and shifting it from one location to another. It improves the efficiency of information gathering at any location by enhancing the function of individual brain cells, seen in increased blood flow during PET scans. This area recognizes patterns and visual word forms. Right frontal cortex. This area is crucial to maintaining alertness, as shown by activation on PET scans during tests of sustained vigilance. The area also detects meaning in language and other modalities. An alerting network, made up of fibers that respond to norepinephrine, links the two areas from back to front. The neurotransmitter provokes the system to pick up sensory signals and detect new targets. Posner believes that attention deficit disorder may result from damage to this alerting network.